Registry
Module Specifications
Archived Version 2017 - 2018
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Description The microteaching module is designed to prepare the student towards becoming a teacher. It focuses on the development of core practices and pedagogies through approximations of practice, reflection and discussion. The module aims to: - develop confidence and competence in teaching practices - introduce students to and model contemporary research-informed teaching practices - enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning - equip students with the ability to develop an understanding of how learners learn - introduce students to the concept of the teacher as reflective practitioner Pre-service teachers will engage in a range of lectures which address and model topics mentioned above. They will learn to design and plan lessons that build on education foundational theories of learning. They will teach and evaluate micro-lessons to peers and second level pupils. They will engage in and receive feedback at an individual, peer and group level after each practical. Through online access to their video recordings via the Loop VLE platform they will have the opportunity to further reflect on and develop their practice. Assessment of the module is based on student teachers’ lesson planning, critical reflection, exemplification of learning theories in their practice, and demonstration of teaching skills. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Plan, implement and evaluate core teaching /learning skills in a microteaching environment in the context of science and mathematics teaching 2. Plan teaching and learning episodes in a science and/ or mathematics context 3. Write learning outcomes for teaching and learning episodes in mathematics and/or science contexts 4. Critically reflect on practice of core teaching methodologies and evaluate own and peer teaching episodes, highlighting strengths and areas for development 5. Discuss a range of teaching and learning theories and identify how they link to everyday classroom practice. Identify links between with core teaching skills and educational theories and discuss how these can be used as strategies for dealing with differentiation, classroom and behavioural management. 6. Edit video's of the microteaching episodes to highlight areas of achievement and development in order to demonstrate a how theory and practice are integrated 7. Plan and teach 2nd level students a science or mathematics class 8. Demonstrate collegiality as outlined by the Teaching Council Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice during the development and implementation of teaching episodes | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Teaching Core ValuesIntroduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learningLearning TheoriesIntroduction to learning theories e.g. behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.Skills Development in MicroteachingIdentification of introductory skills- using a variety of stimulus, reacting, questioning, general ICT skills and audio visual skillsTeaching MethodsIntroduction to teaching methods in the context of the core teaching skills covered in the moduleIntroduction to reflective practiceThe concept of reflection ; Reflection in teaching- an introduction the reflective practitioner;PlanningDesigning aims and learning outcomes, Writing aims and learning outcomes, assessing and evaluating aims and learning outcomesTeachingUsing digital video labs execute teaching episodes in a science and mathematics context with peers and 2nd level studentsTheory and PracticeIdentify how core teaching skills link to theoretical perspectives and identify how they are relevant in the classroom in dealing with issues such as differentiation, classroom and behavioral management | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 29587, http://www.thirteen.org/edonline/concept2class/con, 0, constructivism, 29588, http://www.learningandteaching.info/learning/behav, 0, behavioursim, 29589, ProTeaching Video Resources, 0, http://www.proteachersvideo.com/TopSeriesList.aspx, | |||||||||||||||||||||||||||||||||||||
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